Enhancing self-esteem as a teacher of English using action research

This thesis offers a critical reflection of a study I initiated to enhance self-esteem for self-actualization. The research process involved enhancing my own self-esteem before facilitating the enhancement of the self-esteem of my participants. This endeavour included the simultaneous exposure given to researcher and researched, with the aim of helping to attain the respective transformative potentials of the latter. An action research methodology was used, intending to improve my own practice and to involve and learn from the participants in order for all relevant stakeholders to capitalize from the learning experience. Whilst undertaking this study, I learned to reflect on my values, attitudes and relationships with my learners. I also became aware of how individuals‟ perceptions of themselves can influence other aspects of their development. This awareness enabled me to become more sensitive to the emotional needs of the learners in my care and also led to a greater understanding of their individuality. I came to comprehend the impact of a positive self-esteem on the learning process that aided me in developing an understanding of the positive impact an enhanced self-esteem has on how my learners view themselves. In the course of the research, I developed an awareness of the need to create a caring practice centred on values of gentleness, respect, kindness, awareness and recognition of individual strengths. These afore-mentioned values are premised on the recognition and acknowledgement of basic human rights, inclusivity, equality and social justice; principles reflecting my own living standards. This heightened vii awareness influenced the ways I organized the learning and teaching process in my classroom. Enhancing my own self-esteem and those of my learners basically involved interchangeable interventions such as encouraging involvement, allocating responsibilities, creating opportunities for assertiveness and being generous with affirmation, praise and motivation. These endeavours occurred within a social constructivist approach, enabling participants to construct their own epistemologies within their respective ontologies. My findings offer new conceptualizations about how an enhanced self-esteem can help individuals realize their fullest potential